Breakout 7: The Pinnacle of Accomplished Practice: Entry 4
Entry 4: Documented Accomplishments
Brainstorm accomplishments and deeply explore impact
Writing the Reflective Summary
Begin writing one accomplishment
Outcomes:
Seek ways to connect personal accomplishments to impact on students.
Develop a plan for what accomplishments to include.
Find standards that support the appropriateness of each selected accomplishment.
Activities:
1. Room Divided - To get participants active and thinking about themselves as a learner, leader, collaborator, and connecting with families. Participants and facilitator will begin by standing in the middle of the room. The facilitator can ask the following questions...participants will go to one side of the room or the other to indicate their response.
Do you prefer to communicate with parents electronically or face to face contact?
Do you prefer job embedded professional development or attending trainings?
Would you rather facilitate a grade level meeting or conduct professional development for the school?
Materials Needed: Questions and directions for activity.
What are your thoughts on this activity? - Malissa
2. "What's In Store for Entry 4"- The following document might be helpful for a brief overview of Entry 4.
I think this document provides a great overview. Perhaps they could Read, Highlight, and Discuss with a partner pages 3, 5, 7, 9, 11, 13, 15.
3. "Turn the Triangle" -Use a powerpoint to demonstrate the importance of the standards and EVIDENCE in the entry... Here are two I found that could be modified to meet this purpose.
The ELO_Entry_4ppt started out very well, but then became TOO wordy. More slides could be added, but the amount of information being shared on a single slide at the end was overwhelming. -Greg
Here's the one that was used last year at large group meetings. Taryl
Taryl- No link to your file :o( -Greg
Well shoot! Can't get it to link... may be too big. Taryl
4. Walk through a vignette of one accomplishment. This will allow them to see themselves in a story and feel more comfortable with sharing. Sample Vignette:
This teacher is a technology leader on campus. She provides professional development on integrating technology, offers training on new software, and even presented at a National Technology Conference.
Questions for partner sharing:
How does this leadership role impact student learning?
How can this teacher dig deeper?
How does she know? Julie
What could the evidence look like? Julie
Examples:
The teacher could interview teachers that attended her professional development to find out how her training impacted their practice and student learning. The teacher could visit teachers classrooms that are using technology and script student conversations and teacher to student conversations.
(I feel that the leadership role is sometimes the most difficult for candidates to connect back to student learning. This vignette may provide candidates an opportunity to discuss list of accomplishments vs. digging deeper.)
Here is an actual example of an Entry 4 response we could use to analyze for these questions or simply ask the questions outlined on the Activity on Entry4part1 handout. Taryl
What are your thoughts on this? Please feel free to change, add, or delete anything from this sample vignette. - Malissa
The sample is general enough to be applied to a variety of people, and yet specific enough to provide discussion on this topic -Greg I know we discussed participants brainstorming a list of accomplishments and then focusing on one to share with a partner. During that conversation, perhaps we can give teachers question starters that will support them in connecting their accomplishment to impact on students. After they have had a chance to dig deeper with one accomplishment they could then find standards that support the appropriateness of their selected accomplishment. This activity would support outcome one and three. What are your thoughts on this activity? - Malissa (We may be able to convert some of the statements on page 7 of What's in Store for Entry 4" to question starters for the conversation.)
5. When writing in the written commentary, perhaps brainstorming a list of words (verbs) may be helpful in getting to think outside of the box... Here's a wordle I made with just a few. Perhaps this as an insert could be a conversation starter, or just serve as a useful word bank? Taryl
6. Writing the Reflective Summary- Candidates must ask themselves:
Do I explain what was the most effective in impacting student learning and why it was effective?
Do I discuss a plan for impacting student learning in the future?
Is there a "fit" between my Reflection and my Description/Analysis and my Documentaiton (showing 3 roles)?
Here's a protocol for looking at writing.. (probably not ready for this now though) but may help with ideas..Taryl
You may want to consider having participants write a draft of an accomplishment for homework on Day 2. They could bring in their draft to use during the protocol here. Taryl
Breakout 7: The Pinnacle of Accomplished Practice: Entry 4
Outcomes:
Activities:
1. Room Divided - To get participants active and thinking about themselves as a learner, leader, collaborator, and connecting with families. Participants and facilitator will begin by standing in the middle of the room. The facilitator can ask the following questions...participants will go to one side of the room or the other to indicate their response.Materials Needed: Questions and directions for activity.
What are your thoughts on this activity? - Malissa
2. "What's In Store for Entry 4"- The following document might be helpful for a brief overview of Entry 4.
I think this document provides a great overview. Perhaps they could Read, Highlight, and Discuss with a partner pages 3, 5, 7, 9, 11, 13, 15.
3. "Turn the Triangle" -Use a powerpoint to demonstrate the importance of the standards and EVIDENCE in the entry... Here are two I found that could be modified to meet this purpose.
The ELO_Entry_4ppt started out very well, but then became TOO wordy. More slides could be added, but the amount of information being shared on a single slide at the end was overwhelming. -Greg
Here's the one that was used last year at large group meetings. Taryl
Taryl- No link to your file :o( -Greg
Well shoot! Can't get it to link... may be too big. Taryl
4. Walk through a vignette of one accomplishment. This will allow them to see themselves in a story and feel more comfortable with sharing.
Sample Vignette:
This teacher is a technology leader on campus. She provides professional development on integrating technology, offers training on new software, and even presented at a National Technology Conference.
Questions for partner sharing:
How does this leadership role impact student learning?
How can this teacher dig deeper?
How does she know? Julie
What could the evidence look like? Julie
Examples:
The teacher could interview teachers that attended her professional development to find out how her training impacted their practice and student learning. The teacher could visit teachers classrooms that are using technology and script student conversations and teacher to student conversations.
(I feel that the leadership role is sometimes the most difficult for candidates to connect back to student learning. This vignette may provide candidates an opportunity to discuss list of accomplishments vs. digging deeper.)
Here is an actual example of an Entry 4 response we could use to analyze for these questions or simply ask the questions outlined on the Activity on Entry4part1 handout. Taryl
What are your thoughts on this? Please feel free to change, add, or delete anything from this sample vignette. - Malissa
The sample is general enough to be applied to a variety of people, and yet specific enough to provide discussion on this topic -Greg
I know we discussed participants brainstorming a list of accomplishments and then focusing on one to share with a partner. During that conversation, perhaps we can give teachers question starters that will support them in connecting their accomplishment to impact on students. After they have had a chance to dig deeper with one accomplishment they could then find standards that support the appropriateness of their selected accomplishment. This activity would support outcome one and three. What are your thoughts on this activity? - Malissa
(We may be able to convert some of the statements on page 7 of What's in Store for Entry 4" to question starters for the conversation.)
5. When writing in the written commentary, perhaps brainstorming a list of words (verbs) may be helpful in getting to think outside of the box... Here's a wordle I made with just a few. Perhaps this as an insert could be a conversation starter, or just serve as a useful word bank? Taryl
Here's some writing templates I found...taryl
6. Writing the Reflective Summary- Candidates must ask themselves:
Do I explain what was the most effective in impacting student learning and why it was effective?
Do I discuss a plan for impacting student learning in the future?
Is there a "fit" between my Reflection and my Description/Analysis and my Documentaiton (showing 3 roles)?
Here's a protocol for looking at writing.. (probably not ready for this now though) but may help with ideas..Taryl